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10/23/2014
1
Using Curriculum Based
Measurement (CBM) to Guide
Writing Instruction
Dr. Heidi Summey
School of Education
High Point University
We need assessment to…
• Identify strengths and weaknesses
• Plan instruction to fit diagnosed needs
• Evaluate instructional activities
• Provide feedback
• Monitor progress
• Report progress
RTI and MTSS
Graph image retrieved from http://iris.peabody.vanderbilt.edu/module/rti02-assessment/cr_assess/
Curriculum Based Measurement
Rather than relying on informal observations
or standardized testing, Curriculum Based
Measurement (CBM) provides information
teachers can use to assess academic skills,
develop meaningful IEP objectives, progress
monitor, and target instruction.
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Informal Observations
• Informal observations
do not always provide
enough data for
instructional decision
making.
• “Well, he doesn’t like to
write and I can’t get a
complete sentence out of
him.”
• “He can sometimes write
a topic sentence and 3
detail sentences, but most
of the words are
misspelled or he uses
incorrect grammar.
Standardized Testing • Standardized Testing
does not always
provide data that is
useful for planning
instruction or writing
IEPs.
• “She scored at the 2.3
grade level on written
expression.”
• “She scored two
standard deviations
below the mean in
written expression.”
CBM is not a new idea
• Schools are currently
using CBM in reading
– DIBELS
– AIMSweb
• “He can read 30
words in one minute.”
• “She can pronounce
15 one syllable
nonsense words in
one minute.”
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It’s just a little more
complicated for writing.
A writing curriculum includes
• Process
• Product
• Purpose
Process
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Product
Purpose
Our focus…
Product
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Five areas to consider for the
product
• fluency
• content
• conventions
• syntax
• vocabulary (Isaacson, 1984)
Today’s focus
Conventions
Written Expression Conventions
• spelling
• usage
• capitalization
• punctuation
• sentence structure
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How to measure conventions?
• Teachers cannot write separate IEP
objectives for all of the writing conventions.
• Teachers need to write objectives for
overall writing performance.
CBM vs. Holistic Scoring
• CBM is more sensitive than traditional holistic
scoring to incremental growth over time.
• A holistic scoring system may require that teachers
assess students' writing on a scale of 1 to 4.
• For a student to move up on such a scale takes a
significant amount of time and instruction.
• How do teachers track the incremental growth that
they hope is occurring as students' skills are
moving them from a score of 1 to 2 or 2 to 3?
Sample
Conventions
Rubric
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The “accuracy” objective
This just doesn’t work in the case of written
expression.
Consider this…
This student wrote 3 sentences with 17
words with 2 errors, so that would be
88% accuracy.
And this…
This student wrote 3 sentences with 43
words and 4 errors. That is 90%
accuracy.
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Same grade level, different needs
CBM for Written Expression
There are several curriculum-based measures
that can be used in written expression
– total words written
– words spelled correctly
– correct writing sequences
– correct punctuation marks
– total different words
Conducting the Assessment
• Provide a story starter
– Intervention Central has a generator
– First, give students 1 minute of “think
time”
– Next, give students 3 minutes to write
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Total Words Written To assess writing fluency, teachers simply count the total
words written (TWW) and record that number on each
student's graph. Students can take part in the process of
recording.
What counts as words?
• Words are generally counted as a group of letters
separated from another group of letters by a
space.
• Words do not have to be spelled correctly to be
counted.
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Practice Total Words Written (TWW)
My dog was wallking to the wouds His name
is super. he saw a rbbit. He strated
chaseing the rbbit and jumped over a big log.
it was very cool.
Total Words Written (TWW):
30
As students move up in grade level, it
becomes important not only to measure how
much a student is writing (TWW), but also to
attend to the quality of that writing.
Correctly Spelled Words (CSW)
To score a writing sample for correctly
spelled words (CSW)
• Read the sample
• Circle misspelled words
• Subtract the number of words spelled
incorrectly from TWW
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Practice Correctly Spelled Words (CSW)
• My dog was wallking to the wouds His
name is super. he saw a rbbit. He strated
chaseing the rbbit and jumped over a big
log. it was very cool.
Correctly Spelled Words (CSW):
30-6 = 24
Plot the data using the same same graph as TWW
so that there is a visual display documenting the
discrepancy between TWW and CSW.
So far, the only area assessed…
• spelling
• usage
• capitalization
• punctuation
• sentence structure
What about these?
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Correct Writing Sequences
• Teachers can use the same 3-minute writing
sample and count correct writing sequences (CWS).
• A CWS is defined as "two adjacent correctly spelled
words that are acceptable within the context of the
phrase" (Videen, Deno, & Marston, 1982, p. 3).
• Correct capitalization and punctuation are
considered when counting CWS.
• Correct grammar and usage is considered.
Example
To determine CWS, the scorer marks each
writing sequence as correct (^). For example,
the following sample contains 8 CWS:
^ The ^ boy ^ ran ^ away ^ from ^ his
^ momx He x run x fast ^.
Practice CWS
My dog was wallking to the wouds His name is
super. he saw a rbbit. He strated chaseing the
rbbit and jumped over a big log. it was very cool.
⌃
⌃ ⌃ ⌃ ⌃ ⌃ ⌃
⌃ ⌃
⌃ ⌃ ⌃ ⌃
⌃
⌃
Total Correct Word Sequences:
17
⌃ ⌃
✖ ✖
✖
✖
✖ ✖ ✖ ✖
✖
✖ ✖
✖
✖
✖ ✖ ✖
✖
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Reliable Measures • When comparing a student’s growth over time
reliable measures ensure that the results are
consistent.
• Reliable measures include Total Words Written
(TWW), Correctly Spelled Words (CSW), and
Correct Writing Sequences (CWS)
(e.g., Espin, Scierka, Skare, & Halverson, 1999; Espin et al.,
2008).
Present Level of Performance
"When given a story starter and 1 minute of
think time, Evan is currently able to write 17
correct writing sequences in 3 minutes."
Annual Goal
An annual goal for that student might read,
"When given a story starter and 1 minute of
think time. Evan will be able to write 40
correct writing sequences in 3 minutes.”
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Why that goal?
Table retrieved from
http://www.jimwrightonline.com/mixed_files/lansing_IL/_Lansing_IL_Aug_201
3/6_CBA_Written_Expression_Directions.pdf
Determining Short Term Objectives
(goal - PLOP)/# of progress reporting periods =
expected increase at each benchmark
OR
(40 CWS - 17 CWS)/4 reporting periods =
5.75 CWS per benchmark
IEP Goals/Objectives
• When given a story starter
and 1 minute of think time,
Evan will be able to write
23 correct writing
sequences in 3 minutes.
• When given a story starter
and 1 minute of think time,
Evan will be able to write
29 correct writing
sequences in 3 minutes.
• When given a story starter
and 1 minute of think time.
Evan will be able to write
35 correct writing
sequences in 3 minutes,
• When given a story starter
and 1 minute of think time.
Evan will be able to write
40 correct writing
sequences in 3 minutes.
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Instructional Tips (Sentence Level)
Sentence Starters
Sentence Frames
Sentence Starters Common uses for sentence starters are to
help students with
• describing facts
• making predictions
• comparing and contrasting
• stating an opinion
• clarifying or paraphrasing information
Sentence Starter Examples
• I think the author chose this ending
because ___________ .
• I like the part when _________________ .
• In my opinion_______________________ .
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Sentence Frames
• Expose students to content vocabulary
• Provide language support for ELLs
• Increase oral language proficiency
Examples The character I admire most is __________
because _______________.
In ancient ______, life was hard because _______.
A mammal has ______ however, a reptile has
__________.
All cells have _________ and ___________.
Implementation Tips
For students who need
assistance in thinking of
words or are being
introduced to new
academic vocabulary,
add a word bank.
• big
• enormous
• gigantic
• humungous
large
• amusing
• hilarious
• comical
• witty
funny
• difficult
• challenging
• complicated
• tough
hard
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Give the names of two characters and two
personality traits and have the student match
the character with the trait.
The character I most admire is ______________
because __________________.
Abraham Lincoln he led the Civil Rights
movement
Martin Luther King, Jr. he enacted the Emancipation
Proclamation
• For students working on improving their
spelling, add a word bank and provide
hints.
John Hancock was the first to sign the
D _ _ _ a _ _ t _ _ n of In _ e p _n _ en _ e.
Pictures can be added below the blank to
assist student in choosing a word.
The ________ was ________.
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Sentence Combining • Explicitly teach students to write
more complex and sophisticated
sentences.
• Teacher models how to combine
two or more related sentences to
create a more complex one.
• Students should be encouraged to
apply the sentence combining skills
to their own writing.
Sentence Combining Examples
• Compound Subjects
The girl started to cry. The boy started to cry.
The girl and boy started to cry.
• Compound Objects
The dog walked in the grass. The dog walked in
the road.
The dog walked in the grass and the road.
MOOD DependentClause VerbChoice Adjective/Description
Thedog ranacross theyard.
excited Withaboneinhismouth,thedog
boundedacross thegreen,grassyyard.
sad Withhisheadhunglow,thedog
slowlysteppedacross
thedustyyard.
scary,sneaky
happy
angry
Creating Complex Sentences
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iPad Apps--Creating
• Little Story Creator (Grasshopper Apps)
• Scribble Press (Scribble Press)
• Story Creator (Innovative Mobile Apps)
• Toontastic (Launchpad Toys)
iPad Apps—Sentence Level
• Card Stack Sentences (entelligent life)
• Sentence Builder (ABITALK)
• Rainbow Sentences (Mobile Education Store)
• Sentence Ninja (SmartyEars)
• Clicker Docs (Crick Software)
Recommended